EKA SETIAWAN (0643042009) BABY TALK

SLA (Second language Acquisition) Assignment

BABY TALK

Created by:

EKA SETIAWAN

0643042009

THE FACULTY OF TEACHER TRAINING AND EDUCATION

LAMPUNG UNIVERSITY

2010

Baby talk

Vocabulary

As noted above, baby talk often involves shortening and simplifying words, with the possible addition of slurred words and nonverbal utterances, and can invoke a vocabulary of its own. Some utterances are invented by parents within a particular family unit, or passed down from parent to parent over generations, while others are quite widely known.

A fair number of baby talk and nursery words refer to bodily functions or private parts, partly because the words are relatively easy to pronounce. Moreover, such words reduce adults' discomfort with the subject matter, and make it possible for children to discuss such things without breaking adult taboos.

Some examples of widely-used baby talk words and phrases in English, many of which are not found within standard dictionaries, include:

* baba (blanket or bottle)
* beddy-bye (go to bed, sleeping, bedtime)
* binkie (pacifier (dummy) or blanket)
* blankie (blanket)
* boo-boo (wound or bruise)
* bubby (brother)
* dada (dad, daddy)
* didee (diaper)
* din-din (dinner)
* doedoes (In South African English, the equivalent of beddy-bye)
* googoogaga
* num nums (food/dinner)
* ickle (little (chiefly British))
* icky (disgusting)
* jammies (pajamas)
* nana (grandmother)
* oopsie-daisy (accident)
* owie (wound or bruise)
* passie or paci (pacifier (dummy))
* pee-pee (urinate or penis)
* poo-poo or doo-doo (defecation)
* potty (toilet)
* sissy (sister)
* sleepy-bye (go to bed, sleeping, bedtime)
* stinky (defecation)
* tummy (stomach)
* wawa (water)
* wee-wee (urination or penis)
* widdle (urine (chiefly British))
* widdle (little (chiefly American))
* wuv (love)
* yucky (disgusting)
* yum-yum (meal time)
* mama (mother)
* uppie (wanting to be picked up)

Moreover, many words can be derived into baby talk following certain rules of transformation, in English adding a terminal /i/ sound is a common way to form a diminutive which is used as part of baby talk, examples include:

* horsey (from horse)
* kitty (from cat or kitten)
* potty (originally from pot now equivalent to modern toilet)
* doggy (from dog)

("Puppy" is often erroneously thought to be a diminutive of pup made this way, but it is in fact the other way around: pup is a shortening of puppy, which comes from French popi or poupée.)

Other transformations mimic the way infants mistake certain consonants which in English can include turning /l/ into /w/ as in wuv from love or widdo from little or in pronouncing /v/ as /b/ and /ð/ or /t/ as /d/.

Still other transformations, but not in all languages, include elongated vowels, such as kitty and kiiiitty, meaning the same thing. While this is understood by English speaking toddlers, it is not applicable with Dutch toddlers as they learn that elongated vowels reference different words.




Baby talk, also referred to as caretaker speech, infant-directed talk (IDT) or child-directed speech (CDS)[1][2][3][4] and informally as "motherese", "parentese", or "mommy talk"), is a nonstandard form of speech used by adults in talking to toddlers and infants. It is usually delivered with a "cooing" pattern of intonation different from that of normal adult speech: high in pitch, with many glissando variations that are more pronounced than those of normal speech. Baby talk is also characterized by the shortening and simplifying of words. Baby talk is also used by people when talking to their pets, and between adults as a form of affection, intimacy, bullying or pat



* Baby talk is a long-established and universally understood traditional term.
* Motherese and parentese are more precise terms than baby talk, and perhaps more amenable to computer searches, but are not the terms of choice among child development professionals (and by critics of gender stereotyping with respect to the term motherese) because all caregivers, not only parents, use distinct speech patterns and vocabulary when talking to young children. Motherese can also refer to English spoken in a higher, gentler manner, which is otherwise correct English, as opposed to the non-standard, shortened word forms.
* Child-directed speech or CDS is the term preferred by researchers, psychologists and child development professionals.
* Caregiver language is also sometimes used.



· STUDIES OF LEARNER ERRORS


Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners’ competence errors and tried to explain them. We find studies such as Richards's "A non-contrastive approach to error analysis" (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors.

Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language.

As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses.

As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence.


Such studies include Kroll and Schafer's "Error-Analysis and the Teaching of Composition", where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills.

These studies, among many others, show that thanks to Corder's work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2.


· Use with infants

Baby talk is more effective than regular speech in getting an infant's attention. Studies have shown that infants actually prefer to listen to this type of speech. Some researchers, including Rima Shore (1997), believe that baby talk is an important part of the emotional bonding process.

Colwyn Trevarthen studied babies and their mothers. He observed the communication and subtle movements between the babies and mothers. He has links to music therapy with other theorists.

· Aid to cognitive development

Shore and other researchers believe that baby talk contributes to mental development, as it helps teach the child the basic function and structure of language. Studies have found that responding to an infant's babble with meaningless babble aids the infant's development; while the babble has no logical meaning, the verbal interaction demonstrates to the child the bidirectional nature of speech, and the importance of verbal feedback. Some experts advise that parents should not talk to infants and young children solely in baby talk, but should integrate some normal adult speech as well. The high-pitched sound of motherese gives it special acoustic qualities which may appeal to the infant (Goodluck 1991). Motherese may aid a child in the acquisition and/or comprehension of language-particular rules which are otherwise unpredictable, when utilizing principles of universal grammar (Goodluck 1991). Some[who?] feel that parents should refer to the child and others by their names only (no pronouns, e.g., he, I, or you), to avoid confusing infants who have yet to form an identity independent from their parents.
· Questions regarding universality

Some researchers have pointed out that baby talk is not universal among the world's cultures, and argue that its role in "helping children learn grammar" has been overestimated. In some societies (such as certain Samoan tribes; see first reference) adults do not speak to their children until the children reach a certain age. In other societies, it is more common to speak to children as one would to an adult, but with simplifications in grammar and vocabulary. In order to relate to the child during baby talk, a parent may deliberately slur or fabricate some words, and may pepper the speech with nonverbal utterances. A parent might refer only to objects and events in the immediate vicinity, and will often repeat the child's utterances back to them. Since children employ a wide variety of phonological and morphological simplifications (usually distance assimilation or reduplication) in learning speech, such interaction results in the "classic" baby-words like na-na for grandmother or din-din for dinner, where the child seizes on a stressed syllable of the input, and simply repeats it to form a word.

In any case, the normal child will eventually acquire the local language without difficulty, regardless of the degree of exposure to baby talk. However, the use of motherese could have an important role in affecting the rate and quality of language acquisition.
· Flirtatious baby talk

Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly or fatherly, responding in parentese. One or both partners might perform the child role.

· Baby talk with pets

Many people use falsetto, glissando and repetitive speech similar to baby talk when addressing their pets. Such talk is not commonly used by professionals who train working animals, but is very common among owners of companion pets. This style of speech is different from baby talk, despite intonal similarities, especially if the speaker uses rapid rhythms and forced breathiness which may mimic the animal's utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner's intonations are very distinct from ambient noise. For example, a dog may recognize baby talk as his owner's invitation to play (as is a dog's natural "play bow"); a cat may learn to come when addressed with the high-pitched utterance, "Heeeeere kitty- kitty-kitty-kitty- kitty- kitty!



The Script of The Conversation between aunt and cousin

A : Halo.

B : Halo.

A : Nyak haga pandai, namamu sapa dek?

B : Tania.

A : Tania sapa?

B : Tania Davesa

A : Tania skula didipa?

B : Patoman

A : Skula api?

B : Skula TK

A :TK api geh?

B : TK Aisiah

A : Klas Pikha?

B : TK

A : Klas O besar api O kecil?

B : Nol Besar

A : Tkhus api khasan Tania jama khik-khik ni di sekula

B : Belannya

A : Belannya api belajar?

B : Belannya.

A : Oh Be lanya,….mak belajakh mawat?

B : Yu belajakh muneh.

A : Api sai dipelajari di sekoulahan kidah dek?

B : Belajakh tulis-tulisan jama angka-angkaan.

A : Sapa guruni sai ngelajakh?
B : Bu yuli, bu endang.

A : Bangik ngat gukhu ni?

B : Bangik.

A : khadu belajakh-belajakh api munih khasani, nyanyi-nyanyi mawat.

B : Ngat istrahat gawoh.

A : Khadu hina?

B : Belannya.

A : Khadu belannya?

B ; Kuhuk luwot

A : Khadu hina api khasanni?

B : Mulang.

A : Mulang, ki diskulaan Tania senang mawat di dudi?

B : Senang.

A : Khamk yu.

B : Iyu.

A : Cita-cita Tania kik kak balak nanti jadi api?

B : Gukhu.

A : Ulah api jadi gukhu.

B : Ngat

A :Yu ulah api

B : Sekula Tk hina

A : Khadu SD?

B : Aduh apa ya.

A : Tania Gekhing nonton Tv Mawat?

B : Gekhing

A : Gekhing nonton acara api?

B : Brita-brita.

A : Brita-brita, brita gawoh

B : Yu

A : Sai bakhikhni api?

B : Berita gawoh.

A : Tania tegi gemuk pasti gekhing mengan yu?

B : Iyu.

A : Makanan api sai digekhingi Tania?

B : Kangkung.

A : Api lagi?

B : Telor

A : Tahluy

B : Yu.

A : Tania wat khik pikha diskulaan ni?

B : Sepuluh

A : Sapa-sapa gih namani?

B : Eeee,khpa ya,

A : Masa mak pandai,sai khedik jama Tania sapa?

B : Febi gawoh.

A : Febi gawoh.

B : Iyu.

A : Febi hina sekelas jama Tania.

B : Iyu

A : Kik khadu mulang sekula api khasan Tania di mahan.

B : Mengan khadu hina salin.

A : Khadu salin?

B : midokh.

A : Mulang jam pikha?

B : Magrhib.

A : Maghrib, mak ngaji mawat?

B : Ngat.

A : Ulah api mak kung nagji?

B : Mak kung.

A : Tania gekhing nyanyi mawat?

B : Gekhing

A : Coba nyanyi kidah! Asing ko ka Tania khaga nyany api.

B : Apa ya. Nyany lagu balonku………………..

A : Hina gawoh laguni sai dipandai’i tania

B : Iyu.

A : Kik di mahan khik Tania sapa gawoh?

B : Fani, mela lagi lamon sai bakhikh.

A : Tania gekhing makai baju api?

B : Warna merah jambu..

A : Khadu merah jambu api lagi ?

B : Warna kuning..

A : Kik nanti Tania jadi gukhu , haga jadi gukhu sai betik api sai jahat?

B : Sai betik,.

A : Sai betik ha gehpa?

B : Apa yaa.. ngajarin yang benar.

A : kik ngelajakh sai betik ha gegoh gehpa ? mak makhah-makkhah..?

B : Mawat

A : Emang gukhu Tania betik unyin ya .?

B : iyya

A : Gukhu sai paling betik saapa?

B : Bu Yuli..

A : Emang ni Bu Yuli ha gehpa? Gaya, gemuk,,atau gehpa.?

B : khayang..

A : Makai jilbab?

B : Iyuu,,tapi gaya, cantik..

A : Tania nanti kik mak jadi gukhu haga jadi api ?

B : Haga jadi polisi

A : haga jadi polisi/

B : Eeee bukan denk, haga jadi Dokter

A : Dokter api? Dokter hewan atau api?

B : Tania gekhing jajan?

A : Gekhing!!!

B : Gekhing jajan api Tania? Api sai paling Tania gekhing?

A : Gekhing jajan ciki-ciki jama es muneh..

B : Kik Tania lapah sekula jam pikha dek?

A : Jam 8

B : Sapa sai ngantak ko sekula?

A : Ayah..

B : Ganta umur Tania pikha dek.

A : Lima tahun.

B : Lma tahun

A : Iyu.

B : Khadu sekula TK haga sekula dipa?

A : Patoman

B : Jama apa sekula didudi?

A : Jama Asya.

B : Sapa khina yay Asya.

A : Kiyayku.

B : Makasih ya Ania saying.

A :Iyu.